Narrative:

[The event occurred] during the second landing attempt by [my] student pilot to practice crosswind and soft field landings. Approach was stable until student pilot (sp) drifted to the left of runway centerline while flaring high. Winds were from the right. A go-around was initiated by the student pilot just before touchdown. As the sp applied full power; inadequate rudder was applied and I said 'right rudder;' but as we continued to drift I realized I needed to take control of the aircraft [so as] not to drift off the runway as we approached the edge. I said 'I have flight controls.' sp responded 'you have flight controls.' [soon] I realized my control inputs to stabilize the aircraft as the stall warning horn sounded was ineffective; and I look at the yoke of the student pilot and saw his hands still at the controls. As left wheel went on gravel; and [with the] nose very high pitch up attitude; I said to student pilot; 'let go of controls; I have flight control.' sp did let go; glanced to see if feet was on ground; and they were. And I had more effective use of flight controls. I performed go around procedure; reducing the angle of attack as stall warning horn was also sounding. I maintained had flight control as we climbed out. Ensured both sp and backseat observer were well.ensure student pilot understands the process to perform a go around should be in their thought during the approach to land and flare segment of flight.ensure student pilot applies adequate right rudder pressure during rejected landing/go-around for crosswind condition.ensure student pilot applies adequate aileron deflection into the wind for crosswind landing; and is more effective on rudder control inputs. Ensure flare is not high and adequate rudder input is applied by student pilot for directional control.

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Original NASA ASRS Text

Title: A student pilot aboard a PA-28 receiving dual instruction on cross-wind soft field landings drifted downwind during the flare and floated while letting let the airspeed decrease. When the instructor pilot/reporter attempted to assume control the student responded verbally but retained his grip on the flight controls resisting the instructor's inputs. A second assumption of control expression was successful and the instructor regained aircraft control but the left main landing gear had already contacted gravel alongside the runway; some of which was thrown aft and struck the aircraft. After completing the go around and returning for a safe landing they discovered moderate dent and puncture type damage to the stabilator.

Narrative: [the event occurred] during the second landing attempt by [my] student pilot to practice crosswind and soft field landings. Approach was stable until Student Pilot (SP) drifted to the left of runway centerline while flaring high. Winds were from the right. A Go-Around was initiated by the student pilot just before touchdown. As the SP applied full power; inadequate rudder was applied and I said 'right rudder;' but as we continued to drift I realized I needed to take control of the aircraft [so as] not to drift off the runway as we approached the edge. I said 'I have flight controls.' SP responded 'you have flight controls.' [Soon] I realized my control inputs to stabilize the aircraft as the stall warning horn sounded was ineffective; and I look at the Yoke of the Student Pilot and saw his hands still at the controls. As left wheel went on gravel; and [with the] nose very high pitch up attitude; I said to student pilot; 'LET GO OF CONTROLS; I HAVE FLIGHT CONTROL.' SP did let go; glanced to see if feet was on ground; and they were. and I had more effective use of flight controls. I performed Go Around Procedure; Reducing the Angle of Attack as stall warning horn was also sounding. I maintained had flight control as we climbed out. Ensured both SP and backseat observer were well.Ensure Student Pilot understands the process to perform a go around should be in their thought during the approach to land and flare segment of flight.Ensure Student Pilot applies adequate right rudder pressure during Rejected Landing/Go-Around for crosswind condition.Ensure Student Pilot applies adequate aileron deflection into the wind for crosswind landing; and is more effective on rudder control inputs. Ensure Flare is not high and adequate rudder input is applied by Student Pilot for directional control.

Data retrieved from NASA's ASRS site and automatically converted to unabbreviated mixed upper/lowercase text. This report is for informational purposes with no guarantee of accuracy. See NASA's ASRS site for official report.